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Millions of descendants of the former colonized and enslaved peoples around the world are now classified as poor readers, bad writers, and slow learners. Are they illiterate or silenced people? Are they global citizens or global outcasts? Drawing from case studies of flesh and blood individuals in Mexico and the U.S., this book questions the colonizing images of the “illiterate”, and explores the ways in which the long social history of conquest and colonization, plunder and globalization, is inscribed in the personal histories of today’s subjugated people. It argues that rather than “limited literacy skills” they face systematic lack of freedom to speak, act, and make decisions about their own lives. Literacy, thus, is understood as a key practice of voice and citizenship.

Literacy --- Mexicans --- Ethnology --- Illiteracy --- Education --- General education --- Economic aspects. --- Social conditions. --- Decolonizing literacy. --- Globalisation. --- Illiteracy. --- Literacy education. --- Literacy policies. --- Literacy politics. --- Literacy. --- Mexico. --- Postcolonialism.

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In Women's Place in the Andes Florence E. Babb draws on four decades of anthropological research to reexamine the complex interworkings of gender, race, and indigeneity in Peru and beyond. She deftly interweaves five new analytical chapters with six of her previously published works that exemplify currents in feminist anthropology and activism. Babb argues that decolonizing feminism and engaging more fully with interlocutors from the South will lead to a deeper understanding of the iconic Andean women who are subjects of both national pride and everyday scorn. This book's novel approach goes on to set forth a collaborative methodology for rethinking gender and race in the Americas.

Sociology of culture --- Sociology of the developing countries --- Economic sociology --- Gender --- Labour --- Book --- Anthropology --- Economy --- Peru --- Feminist anthropology --- Women --- Economic conditions. --- activism. --- anthropological research. --- collaborative methodology. --- complex interworkings of gender. --- decolonizing feminism. --- deeper understandings. --- epistemological. --- everyday scorn. --- feminist anthropology. --- iconic andean women. --- indigeneity. --- interlocutors. --- national pride. --- peru. --- race. --- rethinking gender and race. --- rethinking gender. --- the south.

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In contrast to the popular cliché of the 'stoic Indian,' humor has always been important in Native North American cultures. Recent Native literature testifies to the centrality of this tradition. Yet literary criticism has so far largely neglected these humorous aspects, instead frequently choosing to concentrate on representations of trauma and cultural disruption, at the risk of reducing Native characters and Native cultures to the position of the tragic victim. This first comprehensive study explores the use of humor in today's Native writing, focusing on a wide variety of texts spanning all genres. It combines concepts from cultural studies and humor studies with approaches by Native thinkers and critics, analyzing the possible effects of humorous forms of representation on the self-image and identity formation of Native individuals and Native cultures. Humor emerges as an indispensable tool for engaging with existing stereotypes: Native writers subvert degrading clichés of "the Indian" from within, reimagining Nativeness in a celebration of laughing survivors, 'decolonizing' the minds of both Native and non-native readers, and contributing to a renewal of Native cultural identity. This book will be of interest to scholars and students of Native Studies both literary and cultural. Due to its encompassing approach, it will also provide a point of entry for the wider readership interested in contemporary Native writing. Eva Gruber is assistant professor in the American Studies section of the Department of Literature at the University of Constance, Germany.

American literature --- Canadian literature --- Humor in literature --- Indians of North America --- #KOHU:CANADIANA --- 820 "20" --- 820 <71> --- 820 <73> --- 820 <73> Amerikaanse literatuur --- Amerikaanse literatuur --- Canadian literature (English) --- English literature --- Agrarians (Group of writers) --- 820 "20" Engelse literatuur--21e eeuw. Periode 2000-2099 --- Engelse literatuur--21e eeuw. Periode 2000-2099 --- 820 <71> Engelse literatuur--Canada --- Engelse literatuur--Canada --- Indian authors&delete& --- History and criticism --- Intellectual life --- Indian authors --- Humor in literature. --- History and criticism. --- Intellectual life. --- Native North American literature. --- Native cultural identity. --- Native self-image. --- cultural stereotypes. --- decolonizing. --- humor. --- identity.

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Contesting the Classroom is the first scholarly work to analyze both how Algerian and Moroccan novels depict the postcolonial classroom, and how postcolonial literatures are taught in Morocco and Algeria. Drawing on a corpus of contemporary novels in French and Arabic, it shows that authors imagined the fictional classroom as a pluralistic and inclusive space, often at odds with the narrow nationalist vision of postcolonial identity. Yet when authors wrote about the school, they also had to consider whether their work would be taught in schools. As this book's original research on the teaching of literature shows, Moroccan and Algerian schools have largely failed to promote the works of local authors in public school curricula. This situation has dramatically altered literary portraits of education: novels marginalized in the public education system must creatively reimagine what pedagogy looks like and where it can take place. In illuminating a literary corpus neglected by political scientists and sociologists, Contesting the Classroom shows that novels about the school are an important source of counter-narrative about education and national identity. At the same time, by demonstrating how education has influenced writing styles, this work reframes the classroom as a necessary cultural context for scholars of postcolonial literature.

Moroccan fiction (French) --- Algerian fiction (French) --- Moroccan fiction (Arabic) --- Algerian fiction (Arabic) --- Education in literature. --- Schools in literature --- French fiction --- Moroccan literature (French) --- Algerian literature (French) --- History and criticism. --- 1900-2099 --- Morocco. --- Algeria. --- 1958-1962 --- al-Dzāyīr --- al-Jazāʼir --- Algérie --- Algerien --- Algeriet --- Alg'eryah --- Algieria --- Algierska Republika Ludowo-Demokratyczna --- Alg'iryah --- Alzhir --- Alžir --- Argelia --- Cezayir --- Democratic and Popular Republic of Algeria --- Democratic Republic of Algeria --- Dżumhurija al-Dżazajrija asz-Szaabija ad-Dimukratija --- Gouvernement général de l'Algérie --- Jumhūrīyah al-Jazāʼirīyah al-Dīmuqrāṭīyah wa-al-Shaʻbīyah --- Jumhūrīyah al Jazāʼirīyah ash Shaʻbīyah --- People's Democratic Republic of Algeria --- République algérienne démocratique et populaire --- Empire chérifien --- Kingdom of Morocco --- Kingdom of Morrocco --- Maghrib --- Mamlaka al-Maghrebia --- Mamlakah al-Maghribīyah --- Maroc --- Marocko --- Marokko --- Maroko --- Marrakesh (Kingdom) --- Marrocos --- Marruecos --- Marruecos Francés --- Morokko --- Morokko Ōkoku --- Morrocco --- Royaume du Maroc --- Morocco --- Arabization --- Education --- Decolonizing the classroom --- Postcolonial Literature --- Pedagogy --- Algeria --- Arabic fiction